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Knowledge and the Study of Education
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Oxford Studies in Comparative Education

Knowledge and the Study of Education

an international exploration

Edited by GEOFF WHITTY & JOHN FURLONG

2017 paperback 294 pages, £42.00, ISBN 978-1-873927-97-7

NOT YET PUBLISHED
This book is expected in June 2017
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About the book

In the English-speaking world, university Schools of Education are usually heavily involved in the professional preparation of teachers. Yet, in England and the USA in particular, the role of universities in teacher education has increasingly seemed under threat as alternative providers of training have come on the scene, often with the overt encouragement of governments.

This book, which is based on a project that explored how the study of Education is configured in different countries, makes visible the different knowledge traditions that inform university teaching and research in Education around the world. The extent to which these are related to the training of teachers is shown to vary historically and comparatively.

The book consists of a substantial introduction by the editors, which identifies 12 major knowledge traditions in the study of education, and classifies these as Academic Knowledge Traditions (such as Sciences de l’Éducation), Practical Knowledge Traditions (like that practised in Normal Colleges) and Integrated Knowledge Traditions (including the currently fashionable concept of Research-informed Clinical Practice).

This introduction is followed by contributions on the nature of Education as a field of study in six countries – Australia, China, France, Germany, Latvia and the USA – authored by established experts from each of those jurisdictions. There are also chapters that provide useful conceptual frameworks for understanding the dimensions on which the various traditions in the study of Education differ, as well as those that compare the nature of Education along specific dimensions in different countries. The book concludes with a discussion, in the light of these contributions, of future prospects for the field of Education.

This book will appeal to students, teachers and researchers in Education and is intended to encourage less parochial thinking about the nature of Education as a field of international study.

Contents

Preface

PART 1. INTRODUCTION
John Furlong & Geoff Whitty. Knowledge Traditions in the Study of Education


PART 2. STUDIES FROM SIX JURISDICTIONS
Régis Malet. From Science to Sciences de l’Éducation in France: past and present in the construction of a discipline.

Jürgen Schriewer. Between the Philosophy of Self-cultivation and Empirical Research: educational studies in Germany

Irēna Žogla.Pedagoģija and Educational Sciences: competing traditions in the study of education in Latvia

Susan Groundwater-Smith & Nicole Mockler. The Study of Education in Australia: shifting knowledge interests

Wen Wen & Xie Weihe. The Development and Characteristics of Educational Studies in China

Lynn Paine. Framing Education: cautionary tales from the USA of the relationship between education studies and teacher education

PART 3. CONCEPTUALIZING AND REALIZING EDUCATION AS A FIELD OF STUDY
Jim Hordern. Bernstein’s Sociology of Knowledge and Education(al) Studies

Gary McCulloch. Education - an Applied Multidisciplinary Field? The English Experience

Dina Kuhlee & Christopher Winch. Teachers’ Knowledge in England and Germany: the conceptual background

Maria Teresa Tatto & Jim Hordern. The Configuration of Teacher Education as a Professional Field of Practice: a comparative study of mathematics education

PART 4. AFTERWORD
David F. Labaree. Futures for the Field of Education

Notes on Contributors
 

Contributors

John Furlong is an Emeritus Professor and former Director of the Department of Education at the University of Oxford. He is currently adviser to the Welsh Government on Initial Teacher Education and a former President of the British Educational Research Association. His research interests centre on both teacher education and educational research policy and the links between them.

Susan Groundwater-Smith is an Honorary Professor in the Sydney School of Education and Social Work at the University of Sydney. She has a long history in relation to teacher professional learning at both the pre-service and in-service levels with an emphasis upon action research. Most recently she has been engaged in facilitating children and young people to become participatory in school based inquiry.

Jim Hordern is a Senior Lecturer at Bath Spa University. His research interests focus on educational knowledge and practice, particularly in higher, professional and vocational education.

Dina Kuhlee is a Senior Lecturer at Carl von Ossietzky University of Oldenburg in the Department of Vocational Education and Professional Studies. Her research focuses on teacher education, further education, and educational policy and governance from an international and comparative perspective. She recently co-edited “Governance in Initial Teacher Education: perspectives on England and Germany” and a special issue on vocational education in England and Germany for the journal Research in Comparative and International Education (RCIE).

David F. Labaree is a professor at the Stanford University Graduate School of Education. He is former president of the History of Education Society and former vice president of the American Educational Research Association. His most recent book is A Perfect Mess: the unlikely ascendancy of American higher education (University of Chicago Press, 2017)

Gary McCulloch is Brian Simon Professor of the History of Education at UCL Institute of Education. He is currently vice-president and president-elect of the British Educational Research Association and Editor of the British Journal of Educational Studies. His recent work includes a book on the social history of educational studies and research.

Regis Malet is full professor of comparative education in the University of Bordeaux – Ecole Supérieure du Professorat et de l’Education (ESPE) of Aquitaine. He is the director of the Laboratoire Cultures, Education, Sociétés (LACES EA4140) of the University of Bordeaux and the deputy-director of the ESPE of Aquitaine, in charge of international development and research. Régis Malet has been the director of the Faculty of Education in the University of Lille. He has also been the President of AFEC (French-speaking society of comparative education) and the Editor of Éducation Comparée for almost a decade. Régis Malet’s fields of research include comparative and international education, education policy, teachers’ education and youth identity & citizenship, domains in which he has an extensive publication record.

Nicole Mockler is a Senior Lecturer in the Sydney School of Education and Social Work at the University of Sydney. She is currently Editor in Chief of The Australian Educational Researcher. Her research interests are in education policy and politics, particularly the role of education policy in shaping and framing teachers’ work, the relationship between education and the media, and the global commercialisation of education.

Lynn Paine is Professor of Teacher Education and Assistant Dean for International Studies in the College of Education at Michigan State University. Her work focuses on comparative and international education and the sociology of education. Much of her research has involved the comparative study of teachers, teaching and teacher education. Most recently she has been exploring the influence of globally circulating discourses on policy and practice in teacher preparation.

Jürgen Schriewer is an Emeritus Professor of Comparative Education at Humboldt University, Berlin, where he acted both as Dean of the Faculty of Education and as a co-coordinator of research networks on cross-cultural studies in historical and social sciences funded by the German Research Agency. A former President of the Comparative Education Society in Europe, he was invited as a Visiting Professor to universities in Paris, Stockholm, Tokyo, Beijing, Mexico-City, and Buenos Aires. His research interests centre on the comparative history of education; world society theory and region-specific structural elaboration processes; as well as on the history and methodology of comparative social enquiry.

Maria Teresa Tatto is the Southwest Borderlands Professor of Comparative Education at the Mary Lou Fulton Teachers College, and Professor in the Division of Educational Leadership and Innovation at Arizona State University. She is the principal investigator for the Teacher Education and Development Study in Mathematics, and for the First Five Years of Mathematics Teaching Study, both designed to explore the connections between pre-service preparation and what is learned on the job during the first years of teaching. She is a former President of the Comparative and International Education Society, and studies the effects of educational policy on school systems.

Weihe Xie, PhD in philosophy, is currently the vice president of the academic council and the dean of the Institute of Educational Research, Tsinghua University. His research interests focus on educational theories, higher education and sociology of education. He has published extensively on education policy, education equity, and employment of college graduates. Professor Xie’s academic achievements have been widely recognized internationally. He was invited to give lectures as a specialist in Chinese education at Harvard University, Columbia University, Oxford University, and other universities across the world.

Wen Wen is an Associate Professor at the Institute of Educational Research, Tsinghua University, China. She received her Bachelor’s degree in liberal arts and Master’s degree in education from Tsinghua University. She worked with Directorate for Education, OECD in the summer of 2007. In 2010 she got her PhD in Education from the University of Oxford. Her research interests include teaching and learning in higher education, higher education policy, and internationalization of higher education.

Christopher Winch is Professor of Educational Philosophy and Policy in the School of Education, Society and Communication at King's College London. He was Chair of the Philosophy of Education Society from 2008-2011. His interests lie in the area of philosophy of education, professional and vocational education and teacher knowledge. His latest book, Teachers' Know-how, will be published by Wiley in 2017.

Geoff Whitty is Director Emeritus of the UCL Institute of Education in London. He currently holds a Research Professorship at Bath Spa University UK and a Global Innovation Chair at the University of Newcastle, Australia. He is a former President of the College of Teachers and of the British Educational Research Association. A sociologist of education by training, his current research interests are in education policy with particular reference to teacher education and widening participation in higher education.

Irēna Žogla is Dr.habil.paed. is Emeritus Professor of the University of Latvia and senior researcher of the Institue of research in Pedagoģija. Her academic and research profile includes the process of teaching-learning and teacher education. Currently she is an expert at the Council of Sciences of Latvia and Chair of the Council for Promotion in Pedagoģija. She runs a master’s programme in Pedagoģija, delivers classes in Pedagoģija for doctoral and masters’ students and is a scientific adviser for doctoral research.

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